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Program Abbreviated Title :_________________________________________________
(29 characters maximum)
Program Complete Title_____________________________________________________
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Program Description (100 words maximum for catalog)
Prerequisite Courses:
Required Courses:
Proposals for new programs or for changes to programs are initiated by department faculty. Each proposal
should be accompanied by 1) the Curricular Proposal
Transmission Form, 2) this Checklist, 3) a rationale for the proposal, and 4) other supporting materials.
Syllabi of any new or revised courses required in a new or revised program must be included in the program
proposal.
Copies of all proposals are reviewed first by the Department in which the proposal originates, then by the
appropriate college Academic Affairs Committee and College Dean, and finally by the Faculty Council on
Academic Affairs, which acts as an advisory group to the Provost. There is a ten-day challenge period at the
University level for all proposals. Additional copies of proposals for new graduate courses (including
300-level courses proposed for graduate credit) should be forwarded simultaneously, when submitted to
Faculty Council on Academic Affairs, to the Graduate College Advisory Committee.
Number of copies to submit:
Faculty Council on Academic Affairs (All proposals): 20
Graduate College Advisory Committee (Graduate Courses and Programs): 13
General Education Committee (General Education Proposals): 7
College Academic Affairs Committees: Varies
Program Proposal Checklist
Before submitting a proposal, please indicate whether each of the following tasks have been fulfilled.
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Yes
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No
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N/A
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1. Does the program proposal include a rationale? |
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2. Does this proposal require coordination with other departments in the College or University? If so, please attach supporting documentation. |
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3. Are there adequate Library resources (print and media) to support this proposal? If not, state how resources would be developed or how the proposal would be affected. |
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4. Are additional resources (staff, fiscal, or technical, including lab space and equipment) required to support this proposal? If so, please identify the resources. If those resources are not available, state how the proposal would be affected. |
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5. Has academic computing been consulted regarding the adequacy of resources (lab space, hardware and software) to support this proposal? If computing resources are not available, describe how those resources would be developed or how the proposal be affected. |
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6. If this proposal concerns a 300-level course to be offered for graduate credit, is the required academic rationale attached? It is suggested that program changes be presented in the form of a table, with rationale for each change. |
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7. Is the course syllabus for any new or revised required courses attached in support of this proposal? (See syllabus requirements for course proposals) |
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8. Are all supporting documents attached? |
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REQUIREMENTS FOR A RATIONALE
1. In narrative form, explain the general goals of the program: what should students know or be able to do as a result of having gone through the program?
2. For each goal, provide a set of specific outcomes, e.g. what knowledge or understanding of the principles, modes of inquiry, or content of a discipline should
students gain? For each outcome, provide performance criteria against which students' work will be measured. Again, presenting the rationale in the form of a
table is suggested.
3. In what various instruments will the program apply these performance criteria to measure students' success in reaching the above goals (e.g. portfolio,
examination, exit-interview, alumni survey, job-placement report)?
4. How will the program use information about student performance gathered in (3) to improve future students' performance?
5. Explain how the program will prepare students for multiple careers or life-long learning.
DEFINITIONS(1)
The technical jargon of Assessment can be ambiguous and sometimes misleading to those unfamiliar with it. This table of
definitions is provided to clarify terms and to ensure that communications between Curricular committees at all levels and
departments and programs across the University are unimpeded by conflicting interpretations of Assessment terminology.
AT THE PROGRAM LEVEL:
Goal: A statement describing a broad outcome. "Goals" are far-reaching, describing "the best possible situation." An example might be "students will communicate
effectively."
Outcome: A statement describing the conditions or situation demonstrating a given program goal. Example: All students successful in the program will submit video
evidence of their speaking/listening skills in their portfolio.
Performance Criteria: Standards by which the data collected in Program assessment will be measured. In the above example, these standards would be agreed
upon by those assigned to assess student portfolios.
1. Adapted from Gloria Rogers and Jean K. Sando, "Stepping Ahead: An Assessment Plan Development Guide, a pamphlet published by the Rose-Hulman Institute of Technology, 1995.